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by Paul Narguizian and Robert Desharnais There is wide acceptance that inquiry-based curriculum programs have positive effects on cognitive achievement, process skills, and attitudes towards science. Science instructors seek engaging, effective, and inquiry-based activities that are convenient to implement in their classrooms.
While the web provides a vast resource of declarative information (some of it multimedia), there are few places on the web where instructors can obtain effective inquiry-based tools for teaching science. The fulfills this need with interactive, web-based simulation activities that emphasize the methods of science for both life and earth science topics.
With Virtual Courseware, students learn by doing: making observations, proposing hypotheses, designing experiments, collecting and analyzing data generated by the software, and synthesizing and communicating results.
The activities include an online assessment quiz that consists of randomized interactive questions. The students’ answers are graded automatically and stored in a database server, and a printable certificate of completion is issued for each student. The instructor can access student and class results, allowing them to quickly gauge how well the key concepts were understood.
The simulations are designed to enhance traditional curricula and provide a supplement to experimental laboratory and fieldwork. As an example, the activity allows students to simulate laboratory experiments where they breed fruit flies carrying visible mutations and analyze the offspring to determine the laws governing genetic inheritance.
The paradigm for this activity is a “virtual lab bench” where students can order fly stocks carrying mutations, mate flies in an incubator, and view and count flies under a microscope.
Experimental data are entered into a “lab bench computer” which is used for analysis. Data tables and images can be exported into a “laboratory notebook” and results from the notebook can be imported to create an on-line scientific report.
This activity promotes inquiry-based learning and the scientific method because it allows students to propose hypotheses, design their own experiments, and collect and analyze data to test these hypotheses in an engaging virtual environment that mimics a laboratory setting. Virtual Courseware Offerings The development of Virtual Courseware began in 1995 with the release of the genetics application Virtual FlyLab.
With the support of a series of NSF awards, several additional applications were developed in the areas of biology and earth science. These have been organized into four application suites: • consists of Drosophila, described above, and two other applications to be released soon: Natural Selection, which allows students investigate the evolution of traits by performing laboratory experiments involving water fleas, and Relative Dating, where students can pose and test hypotheses regarding the order of the geological events represented in a geological cross-section.
• includes two groups of activities. (1) Earthquake consists of a Java-based simulation on determining the travel times of seismic waves and a second simulation on locating the epicenter and Richter magnitude of an earthquake.
Also available is a version called Terremoto that is completely in Spanish. (2) Global Warming consists of two simulations and several interactive tutorials.
Energy Balance allows students to explore the factors that determine the temperature on the Earth’s surface, and Future Climate Change allows students to experimentally manipulate simulations of Earth’s climate. Seven tutorials accompany these activities: Albedo, Carbon Cycle, Greenhouse Gases, Greenhouse Effects, Hydological Cycle, Milankovitch Cycles, and Seasons on Earth.
• has five interactive tutorials: (1) Virtual Earthquake for earthquake epicenter and magnitude determination, (2) Virtual Dating—Isochron for determining the ages of rock and minerals, (3) Virtual Dating—Radiocarbon for determining the ages of fossils and archeological artifacts, (4) Virtual River—Discharge for determining the flow and other properties of rivers, and (5) Virtual River—Flooding for determining the frequency of flooding.
• is a collection of 12 web-based simulations for biology education: CardioLab, DemographyLab, EnzymeLab, EvolutionLab, FlyLab, HemoglobinLab, LeafLab, MitochondriaLab, PedigreeLab, PopEcoLab, PopGenLab, and TranslationLab. It is a commercial website hosted by the academic publisher Benjamin Cummings and jointly owned by the CSU Center for Distributed Learning and the publisher. A site-license for any of the simulations costs $133 per year.
Pre/In-service Teacher Training for Noyce Scholars The Chancellor’s Office of the California State University was awarded a grant from the NSF NSDL program titled “Building Locally, Linking Globally: Networking Micro-Communities of Noyce Scholars for Advancing Innovations and Improvement in Mathematics and Science Education.” The Virtual Courseware Project partnered with the Noyce-NSDL team to train Noyce Scholars in the use of Virtual Courseware.
Several in-person and online workshops were held and training materials were developed which became part of the . Workshops were presented at annual western regional meetings of the Noyce Scholars and the Virtual Courseware Project hosted a one day series of hands-on workshops for over 60 Noyce Scholars in the Southwest.
The partnership has been a win-win-win situation for everyone involved. The Noyce-NSDL leadership team added another high-quality instructional tool into its portfolio of online resources. The Virtual Courseware Project disseminated its materials to science majors who are committed to teach in high need schools throughout the nation.
Most importantly, in these times of tight budgets and burgeoning technology, Noyce Scholars have been introduced to free and effective online simulations which allow them to implement inquiry-based learning in their classrooms in a fun and tech-savvy way. This is the second in a series of articles that highlight features of the Noyce-NSDL project. The Virtual Courseware Project was funded by several grants from the National Science Foundation: DUE 94552428, DUE 9752603, DUE 9980719, ESI 0352529, and DUE 0735011.
Paul Narguizian is an associate professor of biology at California State University with expertise in science education. Robert Desharnais is a professor of professor of biology at California State University, the director of the Virtual Courseware Project, and a member of CSTA.
by Jessica Sawko With the release of the , CDE has officially signaled to the field that the results of the new science assessment, known as the CAST (California Science Test) and CAA-Science (California Alternate Assessment), .
No timeline is given for the future inclusion of this information. However, mention of its future inclusion can and should be used as a signal and leverage point to encourage Local Education Agencies (LEAs) to invest in the implementation of NGSS. and other measures and indicators already a part of the Dashboard, there is great opportunity to advocate at the local level for planning for and investment in NGSS implementation. You can find the information about the future inclusion of the CAST in the section of the newly designed Dashboard.
On Monday, December 10, 2018, the California Department of Education (CDE) fulfilled its federal requirement to release data from the 2017/18 administration of the (CAST) Field Test and the (CAA) for Science Year 2 Pilot.
CDE provided local education agencies (LEAs) with the data files needed to and posted online a research file which includes data at the state, county, LEA, school, and group level. The data released includes the percent correct that students achieved on machine-scorable items as well as a Preliminary Indicator category of 1, 2, or 3. They are not scale scores and are not achievement levels.
The scores are also not comparable between students, schools, or LEAs, as not all students took the same test. The aggregate results are available on the under “Other Resources.” It is important to remember that 2017/18 was a field test (CAST) and pilot test (CAA-Science) year.
This means that the test was still in development when it was administered to students. This is normal. What is not normal is reporting these results to families because they are not precise enough to gauge performance at the student level. CDE is fulfilling a requirement by the federal government to provide results to LEAs, who in turn, are responsible for providing the information to families. Preliminary Indicators provide a broad and early indication about an LEA’s implementation of the California Next Generation Science Standards.
They should be used in conjunction with other information available at the LEA level, as Preliminary Indicators are not precise enough to stand on their own. These data are more useful for gauging group performance rather than for use with individual students. The Gold Coast Science Network is now accepting proposals to present at the 2019 GCSN Conference for STEM Education on Sunday, February 9, 2019.
Sessions should focus on STEM content (science, engineering, technology, and math), instructional strategies, and/or resources.
Workshops must support the Next Generation Science Standards (NGSS) and Common Core State Standards. The audience of the conference is Between 140 and 200 people interested in STEM education attend the conference, primarily K-12 science educators from Ventura, Santa Barbara, Los Angeles, and Kern counties.
Individual workshops may have anywhere from five to 40 participants, depending on the topic. State Deputy Superintendent Tom Adams presents the PAEMST 2017 California State Finalist Award to Kathryn Beck The recognizes the importance of honoring excellent teaching and promoting STEM education, and as a school leader, we know that you feel the same way.
Nominations and applications the 2018-2019 application cycle for 7-12th-grade science, technology, engineering, mathematics, and/or computer science teachers has officially opened. We would like to enlist your help to increase awareness of this prestigious award among STEM teachers in your area before our March 1, 2019 nomination deadline.
The nomination and application cycle for K-6th-grade teachers will open in the fall of next year. You can find more information about PAEMST including eligibility requirements for the awards . CSTA President Jill Grace presents the Christine Bertrand Award to Jane Steinkamp at the 2018 California Science Education Conference Awards Luncheon in Pasadena, CA On December 1, 2018, CSTA President Jill Grace presented the Christine Bertrand Advocacy Award to Jane Steinkamp. Upon receipt of the honor, Jane shared a few words with the audience.
They were so powerful, they are shared below so that they reach a larger audience. Acceptance Speech by Jane Steinkamp Because of this award, I have been given the opportunity to publicly thank and recognize some amazing colleagues in my life.
The fact that I’m being recognized speaks more about the people that I work within the world of NGSS than it does about me. It is easy to support the causes that I believe in when those causes are championed by people that I believe in. Copyright © 2000-2018 CSTA. All Rights Reserved.
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Statements and opinions expressed in these articles are solely those of the author or authors and may or may not be shared by the staff, management, board of directors, volunteers, or members of the California Science Teachers Association.
AP Biology Lab 7: Genetics of Drosophila